BIOLOGY DISCUSSION ESSAY

A discussion essay is used to look at more than one side of an issue.

An issue is something on which people hold different points of view.
Discussions allow both sides of an issue to be explored before an overall conclusion is reached.
The conclusion MUST be based on the evidence that has been given in the discussion.
---------------------------------------------------------------------------------------------------------------------------
Your task --- is to explore one of the following questions related to an issue which affects your body.

POSSIBLE ISSUES

Should there be a tax on junk food?
Should gastric bypass surgery be funded by Medicare?
Should junk food be sold at school canteens?
Should health insurance companies make obese patients pay higher premiums?
Obesity is a poverty driven problem.
The sale of energy drinks such as Mother, Red bull and V should be restricted to under 18 year olds.
The drinking age for alcohol should be raised
Cigarettes should not be sold at all.
Alcohol should not be allowed to be advertised on TV.
Deodorants cause breast cancer.
Solariums should be banned.
Another issue negotiated with me.


The essay has a 1000 word limit
Due date _Tues 20
th
June Wk 4
Check Points:
Research question Due Tues 6
th
June wk 2
Source Analysis Due Fri 9
th
June wk 2
Draft Due Tues 13
th
June Wk3

You will also be required to prepare a source analysis (500 words max) on two of your articles used as reference
sources in your report.

ISSUE INVESTIGATION MARK SCHEME
Assessment Criteria
Possible
score
Achieved
score


Introduction
KU3





Relevant biology
KU2


Grasp the readers attention
Introduce the topic and / or the purpose of the issues investigation
Preview the main views that will be included in the discussion.



provide the reader with the relevant biological background
knowledge needed to understand the issue or issues.






4







6


Arguments
A3









Conclusion A1

Begin with a topic sentence - this introduces the main idea of the
paragraph;
Give more information about the argument
Give evidence to support the argument, reference using the
(author, date) system. With alphabetised reference list at the end.
Relate to position statement in the introduction
Any statistic used must be referenced.

Present arguments from both sides of the issue. Aim for at least
two for and two against.

Summarize main points and present an informed personal point
of view



16












4



References
I2

Use in text referencing and present these in a properly formatted
reference list.

Analyse your sources of information for relevance, bias and
credibilty




4


6


Communication
KU3

Communicate clearly in a logical and sequential manner with the
appropriate use of biological terms and concepts.


4




TOTAL MARKS
44

WRITING THE DISCUSSION ESSAY
Follow the following format
Introduction
Relevant Biology
Arguments for and against (supporting and refuting arguments)
Conclusion


INTRODUCTION
This part should
Grasp the readers attention
Introduce the topic and / or the purpose of the issues investigation
Preview the main views that will be included in the discussion.

RELEVANT BIOLOGY
A basic all the reader needs to know about the science behind the topic is presented in this paragraph
ARGUMENTS FOR AND AGAINST
Two arguments need to be presented for each side. The arguments should be related
Arguments may be presented for/ against in blocks or woven between the paragraphs
This part should consist of several paragraphs, each of which
Begin with a topic sentence - this introduces the main idea of the paragraph;
Give more information about the argument
Give evidence to support the argument, reference using the (author, date) system. With alphabetised reference
list at the end.
Relate to position statement in the introduction

Any statistic used must be referenced or it is not valid and useless to use.

As there is a word limit it is very important that you are selective with the evidence you include in your discussion. As
the author you have the power to persuade the reader that the conclusion is valid.
CONCLUSION
This part should
Summarize the main points not include new ideas
Present an informed point of view. This needs to be based on evidence put forward in the issue investigation


REFERENCE LIST
One of the final tasks in your issues investigation is the formation of a reference list.

Citations and a reference list (the reference list must be formatted as recommended by the SACE Board of South
Australia See website for advice)

There are a number of reasons why a reference list is important:
A statement, opinion, or quoted fact to support a point of view requires the source of your supporting evidence
so the facts can be verified.
People wishing to do further research on the topic may need to access the same sources of information as you
did.
Performance standards to be marked as part of the issues investigation
I2 Selection and acknowledgment of information about biology and issues in biology from different sources.
A1 Application of biological concepts and evidence from investigations to solve problems in new and familiar contexts.
KU2 Use of knowledge of biology to understand and explain social or environmental issues.
KU3 Communication of knowledge and understanding of biology in different formats.

Investigation Analysis and Evaluation Application Knowledge and Understanding
A
1. Designs logical, coherent, and detailed
biological investigations.
2. Critically and logically selects and
consistently and appropriately
acknowledges information about
biology and issues in biology from a
range of sources.
3. Manipulates apparatus and technological
tools carefully and highly effectively to
implement well-organised, safe, and
ethical investigation procedures.
4. Obtains, records, and displays findings of
investigations, using appropriate
conventions and formats accurately and
highly effectively.
1. Critically and systematically analyses data
and their connections with concepts, to
formulate logical and perceptive conclusions
and make relevant predictions.
2. Critically and logically evaluates procedures
and suggests a range of appropriate
improvements.
1. Applies biological concepts and evidence from
investigations to suggest solutions to complex
problems in new and familiar contexts.
2. Uses appropriate biological terms, conventions,
formulae, and equations highly effectively.
3. Demonstrates initiative in applying constructive and
focused individual and collaborative work skills.
1. Consistently demonstrates a deep and
broad knowledge and understanding of a
range of biological concepts.
2. Uses knowledge of biology perceptively
and logically to understand and explain
social or environmental issues.
3. Uses a variety of formats to
communicate knowledge and
understanding of biology coherently and
highly effectively.
B
1. Designs well-considered and clear
biological investigations.
2. Logically selects and appropriately
acknowledges information about
biology and issues in biology from
different sources.
3. Manipulates apparatus and technological
tools carefully and mostly effectively to
implement organised, safe, and ethical
investigation procedures.
4. Obtains, records, and displays findings of
investigations, using appropriate
conventions and formats mostly
accurately and effectively.
1. Clearly and logically analyses data and their
connections with concepts, to formulate
consistent conclusions and make mostly
relevant predictions.
2. Logically evaluates procedures and suggests
some appropriate improvements.
1. Applies biological concepts and evidence from
investigations to suggest solutions to problems in
new and familiar contexts.
2. Uses appropriate biological terms, conventions,
formulae, and equations effectively.
3. Applies mostly constructive and focused individual and
collaborative work skills.
1. Demonstrates some depth and breadth of
knowledge and understanding of a range of
biological concepts.
2. Uses knowledge of biology logically to
understand and explain social or
environmental issues.
3. Uses a variety of formats to
communicate knowledge and
understanding of biology coherently and
effectively.
C
1. Designs considered and generally clear
biological investigations.
2. Selects with some focus, and mostly
appropriately acknowledges,
information about biology and issues
in biology from different sources.
3. Manipulates apparatus and technological
tools generally carefully and effectively to
implement safe and ethical investigation
procedures.
4. Obtains, records, and displays findings of
investigations, using generally appropriate
conventions and formats with some errors
but generally accurately and effectively.
1. Analyses data and their connections with
concepts, to formulate generally appropriate
conclusions and make simple predictions, with
some relevance.
2. Evaluates some procedures in biology and
suggests some improvements that are
generally appropriate.
1. Applies biological concepts and evidence from
investigations to suggest some solutions to basic
problems in new or familiar contexts.
2. Uses generally appropriate biological terms,
conventions, formulae, and equations, with some
general effectiveness.
3. Applies generally constructive individual and
collaborative work skills.
1. Demonstrates knowledge and
understanding of a general range of
biological concepts.
2. Uses knowledge of biology with
some logic to understand and
explain one or more social or
environmental issues.
3. Applies different formats to
communicate knowledge and
understanding of biology, with some
general effectiveness.
D
1. Prepares the outline of one or more
biological investigations.
2. Selects and may partly acknowledge
one or more sources of information
about biology or an issue in biology.
3. Uses apparatus and technological tools
with inconsistent care and effectiveness
and attempts to implement safe and
ethical investigation procedures.
4. Obtains, records, and displays findings of
investigations, using conventions and
formats inconsistently, with occasional
accuracy and effectiveness.
1. Describes basic connections between some
data and concepts, and attempts to formulate
a conclusion and make a simple prediction
that may be relevant.
2. For some procedures, identifies improvements
that may be made.
1. Applies some evidence to describe some basic
problems and identify one or more simple solutions,
in familiar contexts.
2. Attempts to use some biological terms, conventions,
formulae, and equations that may be appropriate.
3. Attempts individual work inconsistently, and contributes
superficially to aspects of collaborative work.
1. Demonstrates some basic knowledge and
partial understanding of biological concepts.
2. Identifies and explains some biological
information that is relevant to one or
more social or environmental issues.
3. Communicates basic information to
others, using one or more formats.
E
1. Identifies a simple procedure for a
biological investigation.
2. Identifies a source of information about
biology or an issue in biology.
3. Attempts to use apparatus and
technological tools with limited
effectiveness or attention to safe or ethical
investigation procedures.
4. Attempts to record and display some
descriptive information about an
investigation, with limited accuracy or
effectiveness.
1. Attempts to connect data with concepts,
formulate a conclusion, and make a
prediction.
2. Acknowledges the need for improvements in
one or more procedures.
1. Identifies a basic problem and attempts to identify a
solution in a familiar context.
2. Uses some biological terms or formulae.
3. Shows emerging skills in individual and collaborative
work.
1. Demonstrates some limited recognition and
awareness of biological concepts.
2. Shows an emerging understanding that
some biological information is relevant
to social or environmental issues.
3. Attempts to communicate information
about biology.